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Marketing
COURSE NUMBER: 33:630:452
COURSE TITLE: Marketing Strategy
COURSE DESCRIPTION
This course provides a comprehensive framework for the development of competitive marketing
strategies. It is cross-functional in its focus, attempting (where appropriate) to integrate marketing issues
with financial, operating and other key functional issues. Conventional marketing strategy assumptions
are challenged, and alternative paradigms for achieving strategic success are discussed. Students develop
new perspectives for creating innovative marketing strategies that achieve organizational objectives and
build competitive advantage. The course features a semester-long marketing simulation project.
COURSE MATERIALS
Required Texts:
• Kerin, Roger A. and Robert A. Peterson (2010), Strategic Marketing Problems: Cases
and Comments, Upper Saddle River, NJ: Prentice-Hall. (12th Ed.)
• Larreche, Jean Claude and Hubert Gatignon, Markstrat Online Student Handbook (this
item will be purchased online and comes with the registration codes for the Markstrat
simulation; wait for instructions by e-mail before you purchase).
COURSE OBJECTIVES
The course aims to serve as a capstone class for Marketing
• As a discipline
• As a basic function in economy and society
• As a process; and
• As a personal challenge, adventure and opportunity.
Work experience or internships, whether in marketing or other functions, will be helpful but is not
essential. The course does, however, assume mature students, willing to take responsibility for their
own learning. A great deal of matter is going to be packed into fourteen class meetings –and the
student will have to organize his/her work, and above all, his/her thoughts to get maximum benefit.
I will base my lectures based on the fact that the students in the class are going to be tomorrow’s
managers. Given the challenging nature of the subject matter, it should not be surprising that I will not be
able to provide you with solutions to every problem you will face as a manager. I will, however, work
with you to develop your problem-solving abilities in a strategic marketing context. To do so, the course
will rely on case discussions, lectures, readings, short videos, a marketing simulation, and team exercises
and presentations to provide an appropriate mix of theory and hands-on problem solving.
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Taking the perspective of a senior marketing executive, the class will focus on marketing
strategy design, implementation, and evaluation. We will examine the strategic-level
management of a firm’s marketing resources and capabilities in order to maximize long-run
customer value and to generate the greatest financial return for the firm. As such topics we
will be dealing with include:
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Formulating segmentation and focus strategies
Understanding, attracting, and keeping valuable customers
Identifying and exploiting market growth opportunities
Allocating resources across market segments
Managing the channels for gaining access to served markets
Aligning the organization to changing market requirements, and
Analyzing the return on marketing investments
Throughout the course you will be expected to analyze realistic problem situations in the form
of business cases (a pedagogical tradition developed at the Harvard Business School and
widely adopted around the world). As in actual practice, these cases are characterized by a
limited time frame for making decisions, incomplete information, and no clear "best" answer.
For each case, you will be expected to analyze the situation, identify the central problems and
opportunities, propose and evaluate alternative courses of action, and recommend a final
decision. The case method is essential to developing the kinds of problem-solving and
communication skills highly valued in marketing managers. The ability to generalize from the
specific case situations discussed in class to new situations that you may encounter is a
foundation of general management education.
COURSE LEARNING OBJECTIVES
By the completion of this course participants should be able to:
1. Analyze a marketing problem; and propose and evaluate alternative solutions.
2. Evaluate and prioritize information that influences marketing decisions. This includes learning to deal
with ambiguous information.
3. Apply qualitative and quantitative analysis to help solve marketing problems.
4. Apply general marketing concepts to new situations. Key concepts include: brand equity, the
marketing concept, strategic and marketing planning, situation analysis, segmentation, targeting,
positioning, the marketing mix, and relationship marketing.
5. Use own words to define and provide examples of key marketing terms. You should be comfortable
using the “language of marketing” in business discussions.
6. Demonstrate the interpersonal and teamwork skills necessary to help succeed in today's business
environment.
7. Effectively use oral and written communication to support positions on marketing issues. This
requires articulation of ideas and providing evidence to support a position.
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GRADING DISTRIBUTION
The following grade distribution will be utilized:
91+=A, 85+=B+, 80+=B, 75+=C+, 70+=C, 60+=D, F otherwise
Your performance will be evaluated in the following components:
Individual Class Participation and Attendance
Team Markstrat Simulation
Team Case Presentations and Reports: MCM
Team and Individual Homework Assignments
Individual Final Case Analysis
20 %
30 %
20 %
15 %
15 %
INDIVIDUAL CLASS PARTICIPATION
This part of the grade depends on the quality as well as the quantity of your in-class contributions.
Highly valued contributions include asking insightful questions about the case/subject matter, providing
appropriate quantitative analysis, summarizing and/or reconciling previous comments, and drawing
learning points from a particular case. It is absolutely critical that you are able to follow a discussion,
synthesize and evaluate perspectives, and offer insights to advance discussion/decision-making.
Therefore, development and demonstration of oral communication skills is given a high priority in this
course.
In addition to my evaluation, the quality of your participation will be evaluated during each class by a
volunteer classmate. The volunteer will get perfect score for the session volunteered provided that
he/she records reliable and accurate evaluations (e.g., if the score for everyone is the same then the
volunteer has probably failed). These scores will be totaled periodically and scaled. Legible name
cards are a must (if you wish to receive participation scores) so that the volunteer can evaluate your
contribution.
Please be informed that class participation is NOT a simple function of how many times you speak. The
volunteer (and I) will use the following scheme to evaluate your participation:
Effective Class Participation:
1. Are the points that are made relevant to the discussion? Are they linked to the comments of
others?
2. Is the participant a good listener? (or is the same point already made by another?)
3. Do the comments add to our understanding of the issue?
4. Do the comments show evidence of analysis of the chapter, case or article? (or is it mere
opinion or verbatim repetition of (case) facts?)
5. Is there a willingness to test new ideas, and think out-of-the-box or are all comments
“safe”? (For example, repetition of facts without analysis or a comment already made by a
colleague.)
6. Is the participant willing to interact with other class members? (including clarification, rebuffs
and rebuttals)
7. Do comments clarify and highlight important aspects and lead to a clearer statement of the
concepts being covered?
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The scores for each contribution will then be summed, scaled, and subsequently assigned to
one of five categories and three scores (i.e., outstanding participant; good participant; adequate
participant, unsatisfactory participant, non-participant) to evaluate students’ class participation
for each class session:
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Outstanding Participant (3): Contributions in class reflect exceptional preparation. Ideas are
nearly always important and provide one or more major insights as well as providing a fruitful
direction for the class. Arguments are well substantiated and persuasively presented.
Good Participant (2): Contributions in class reflect thorough preparation. Ideas are usually
important, provide good insights, and sometimes offer a fruitful direction for the class.
Arguments are generally well substantiated and are often persuasive.
Adequate Participant (1): Contributions in class reflect satisfactory preparation. Ideas are
sometimes important, provide generally useful insights, but seldom offer a major new direction.
Arguments are fairly substantiated and sometimes persuasive.
Unsatisfactory Participant (0): Contributions in class reflect inadequate preparation. Ideas
offered are seldom substantive; they provide few, if any, insights; and never offer a constructive
direction for the class. Integrative comments are absent. Class contributions are typically
“cherry-picking” efforts making isolated, obvious, or confusing points.
Non-participant (0): The student was present but said nothing or the student missed class.
Hence, there is not adequate basis for evaluation.
ATTENDANCE
Since this course seeks to develop professional business skills and since all businesses have some
rules concerning absences, attendance is required for all class sessions. More than two absences will
likely cause failure of the course. Students are expected to arrive on time and stay for the duration of
each class session (late arrivals and early departures also undermine your attendance record). There is
no make up for missed in-class exercises and assignments. Since unexcused absences can have an
impact on your final grade, if at all possible, inform me before class if you have an emergency (and if
possible with documentation), if you won’t be able to attend (pre-scheduled medical appointments are
not acceptable emergencies). You must also email me a two-page (single-spaced) summary and
analysis of the missed assigned case/readings. If you are absent for any reason, you are still
responsible for the material covered and for any announcements made so make sure to check with
your teammates.
TEAM MARKSTRAT SIMULATION
Overview: MarkStrat is a dynamic marketing simulation that is utilized at more than 80% of the top 30
business schools around the world. This simulation will allow you to practice managing all aspects of
marketing strategy, including product and brand portfolio, product design, distribution, pricing,
advertising, and sales force management as well as how to identify and respond to changing customers’
needs, and competitive actions.
In order to let you test yourselves against your fellow students in a truly competitive fashion, I will not
discuss Markstrat strategy outside of the classroom. However, I will be available to meet with the
teams to further explain technical aspects. In part, the point of the exercise is for your team to read the
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student manual and compete against the other teams without help. Performance will be assessed
through strategy and progress reports, final presentation, and firm profit relative to other firms:
1. MarkStrat Mission and Strategic Plan, Reformulation Report, Experience Debrief (25%): You will
be required to write a short Markstrat experience debrief (5 pages max; will also be presented in
class) of your firm’s performance. This will be prepared in three stages as the semester progresses:
a) mission and strategy plan due Round 1 (2 pages max), b) strategy reformulation report due
Round 6 (2 pages max), and an overall experience debrief (5 pages max).
2. MarkStrat Performance Evaluation (75%): Markstrat performance will be based on firm profits
with a weighed time average: Rounds 1-7 will be weighed 5% each, Round 8 will be 10%, Round 9
will be 20% and the final Round (10) will be weighed 35%. The team with the overall highest
profit score will win the game.
Winning team will get full grade (i.e., 100%) on this portion of their course grade. Other team's
grades will depend on the degree of competitiveness exhibited. However, you must end with a profit
over the last three periods to get a passing grade on the simulation. Grades will be determined as
follows: Teams within the following percentages of the winners will receive the grades shown. Within
8% A, 16% A-, 24% B+, 32% B, 40% B-, 48% C+, 66% C, 67% to 100% C-. At greater than 100%
of the winner, the team has losses and is in the D to F range. Hence, competitive teams could get A's
or A-'s, while "out of it" teams could get D's or F's.
Markstrat decision rounds will last six days, from Tue noon to Monday noon. Make sure to check for
software warnings for any incomplete decisions before your final upload and to adhere to the weekly
deadline. Delays will be penalized.
Note on teamwork: To those students who do the work, yet fail to keep other group members in line.
Please do not come to me at the end of the course saying you deserved a higher grade because you did
all the work. It is a group grade, and if you let slackers get away without working and they perform
better on other class assignments, they may get a higher course grade. Therefore, make sure everyone
participates, and is rated accurately on the peer evaluation forms. You should deal with problem
members early. If you let people slide, you are at fault for mismanaging your team. However, the
maximum allowable peer evaluation deviation between the top and worst contributing member may not
exceed 30 points unless you have my authorization. This requires that the member be informed twice of
a lack of contribution so he/she can compensate/adjust efforts in future tasks (second time in writing
with c/c to me and all team members). I will then step in to resolve the issue. Peer evaluations will be
collected at the end of the semester and these can significantly impact your grade.
TEAM CASE PRESENTATIONS: MCM Analysis and Critique
We will be utilizing the Management versus Consultants Case Method (MCM) (Uslay 2007; published
in the Marketing Education Review, vol. (17), Special Issue on Teaching Innovations in Marketing) in
this component of the course. The benefits of MCM over the traditional case method include: advanced
opportunity for role playing, voluntary class participation, extensive student involvement, and the
ability to provide in-depth peer/facilitator feedback. Each team will be assigned two cases for the
semester, once as management and once as consultants.
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Management Team: Case Analysis and Presentation. The management team will analyze the preassigned case and make a presentation (35 minutes including Q&A) to the class on the scheduled
day. Two hard-copies of your report (12 font, double spaced, maximum 5 pages excluding
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appendices) are due the last class before the presentation date. One copy is for me and the second
copy for the consultant team (see below). The assignment grade will be based equally on the
quality of the oral presentation, and the write-up quality (content, readability, neatness, clarity,
persuasiveness, grammar, spelling, etc.).
The write-up should (1) analyze the situation, (2) identify possible strategies, and (3) argue
convincingly for a plan of action that you believe is best. However, the exact style and structure of
the write-up is up to you. You should clearly describe the methods and assumptions used in any
quantitative analysis. Structure is important if your argument is to be lucid. You may use bullet
points to frame your argument, but be careful not to become so cryptic that your argument is
unintelligible. Use exhibits to amplify and support your analysis. Ensure that the argument in the
paper is sufficiently coherent to be plausible even if the exhibits were lost. Do not append an
exhibit that is not referenced in the main body of your report. The reader knows the case well.
There is no need to repeat facts verbatim from the case, except to support an argument. There is
also no need to reproduce case exhibits as we all have access to them.
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Consultant Team: Case Critique and Presentation. The consulting team will review the analysis
and recommendations of the management team (see schedule), and present its own critical review
to the class (25 minutes including Q&A). The consultant team should highlight their arguments
and analyses against the other team's recommendation, and present an alternative (we disagree…)
or significantly improved recommendation with justification (we agree but…). A hard copy of the
report (maximum 3 pages excluding appendices) is due the beginning of the class the critique is
presented. The assignment grade will be based equally on the quality of the oral presentation and
the write-up quality.
All case analyses should address the issues presented from both a qualitative and
quantitative standpoint. [Sample case and analysis can be found in pages 669-684 of your textbook].
Late work may be accepted, but the grade for that assignment will be reduced a full letter grade for
each day late (any submission after the beginning of class is late for that day). Make sure a member of
your team turns in the team assignment on time. The presentations will be evaluated based on the
teams’ understanding of the firm(s)/industry, quality of recommendations, qualitative and quantitative
support, clarity of presentation, professionalism, role playing, and effective use of time allowance.
TEAM AND INDIVIDUAL HOMEWORK ASSIGNMENTS
Several assignments will be announced in class as the semester progresses.
Executive Memorandums: The cases we will discuss in this class were selected because they include
insights into fundamental ideas and concepts that impact the marketing activities of organizations. In
addition, they provide familiarity with a variety of different industries. To help ensure that these
benefits are realized and insights appreciated, you will attempt to analyze 4 MCM cases (all but the
ones assigned to your team) that are to be discussed during class in advance and craft a one page
executive memo in anticipation of class discussion. The memo should include specific
recommendations and brief justification.
Each executive memo must not exceed one page in length. It will be graded on the basis of its
insightfulness, completeness, and conciseness. Make sure that you bring a hard copy of each memo to
class. Executive summaries may not be turned in late (i.e. after case discussions have been
completed). The two teams presenting the MCM case are exempt from the memorandum assignment
for that session.
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INDIVIDUAL FINAL CASE ANALYSIS
Although it is obvious that marketing strategy is not an exact science and that there is more
than one single answer to a given marketing problem, there are also a number of concepts,
theories, and tools that you need to master in order to understand and manage marketing
strategy. You will be asked to demonstrate your marketing strategy competence in a final case
analysis exam.
THE HONOR CODE
Teams may not communicate or collaborate with each other or seek outside assistance for the
team-based assignments. This especially includes and but is not limited to work on the
Markstrat simulation.
Case Analyses: Peer interaction/discussion of cases (except for the team-assigned
MCM cases) is encouraged. However, you may not use the notes or materials (including
conversations) from other students, Rutgers or otherwise, who may have prepared the assigned
cases in another class anywhere in the universe. You may also not use secondary sources such
as the Internet or online/offline databases for case analysis purposes. You are basically limited
to the information provided in the case.
Rutgers University is a community of scholars that emphasizes the mutual responsibility of all
members to seek knowledge honestly and in good faith. Students are responsible for doing their
own work, and academic dishonesty of any kind will be subject to sanction by the instructor and
referral to the university’s Academic Integrity Committee, which may impose additional
sanctions up to and including dismissal. (See the Catalog for the full policy.)
STUDENTS WITH DISABLITIES POLICY
In compliance with ADA guidelines, students who have any condition, either permanent or
temporary, that might affect their ability to perform in this class are encouraged to inform the
instructor at the beginning of the term. The University will work with the faculty member in
determining what accommodations are suitable based on the documentation and the individual
student needs. The granting of any accommodation will not be retroactive and cannot
jeopardize the academic standards or integrity of the course.
SAMPLE ONLINE LIBRARY AND LIBRARY REFERENCE MATERIALS
www.marketingpower.com (American Marketing Association)
Sheth, Jagdish N. (2011), “Impact of Emerging Markets on Marketing: Rethinking Existing Perspectives
and Practices, Journal of Marketing, 75(July), 166-182.
Karniouchina, Ekaterina V., Can Uslay, and Grigori Erenburg (2011), “Do Marketing Media Have
Life Cycles? The Case of Product Placement in Movies,” Journal of Marketing, 75 (May), 2748.
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Uslay, Can, Z. Ayca Altintig, and Robert D. Winsor (2010), “An Empirical Examination of the “Rule of
Three”: Strategy Implications for Top Management, Marketers, and Investors,” Journal of Marketing,
74(March), 20-39.
Uslay, Can, Robert E. Morgan, and Jagdish N. Sheth (2009), “Peter Drucker on Marketing: An
Exploration of Five Tenets,” Journal of the Academy of Marketing Science, 37 (1), 47-60.
Sheth, Jagdish N. and Can Uslay, (2007), “Implications of the Revised Definition of Marketing: From
Exchange to Value Creation,” Journal of Public Policy & Marketing, 22 (2), 302-307.
Lusch, Robert F. and Stephen L. Vargo (2006), The Service-Dominant Logic of Marketing: Dialog,
Debate, and Directions, Armonk, NY: M.E. Sharpe.
Uslay, Can, Naresh K. Malhotra, and Fred C. Allvine (2006), “Predatory Pricing and Marketing Theory:
Applications in Business-to-Business Context and Beyond,” Journal of Business-to-Business
Marketing, 13 (3), 65-116.
Uslay, Can, Naresh K. Malhotra, and Alka V. Citrin (2004), “Unique Marketing Challenges at
the Frontiers of Technology: An Integrated Perspective,” International Journal of Technology
Management, 28 (1), 8-30.
Kohli A. K. and B. J. Jaworski (1990), “Market Orientation: The Construct, Research Propositions, and
Managerial Implications,” Journal of Marketing, 54(2), 1-18.
33:630:452: MARKETING STRATEGY CLASS
SCHEDULE (tentative)
Date
Week 1
9/8
Topic
Textbook Assignments
• Introduction
• Chapter 1
• Foundations of Strategic • Case: Fe’nix del Sur
Marketing
Management
Other Work
• Team formation
• Read course outline
• Markstrat registration
W2
9/15
•
•
Financial Aspects of
Marketing
Management
Marketing Decision
Making and Case
Analysis
•
W3
9/22
•
Opportunity Analysis,
Market Segmentation
and Market Targeting
Markstrat Introduction
•
8
•
•
Chapters 2 and 3
Case: South Delaware
Coors
•
•

Chapter 4
Required use of name
cards from here on
One page bio with
picture due
Finalize teams
 Read Markstrat Student
Handbook
Markstrat Round 1 due
Markstrat Mission and
Strategic Plan due
 Dr. Pepper Snapple
Group, Inc.
•
•
Markstrat Round 2 due
Team 1 (Management)
turns in case analysis of
Procter and Gamble:
Scope

Integrated
Marketing
Communication
Strategy and
Management
•
•
•
Markstrat Round 3 due
Team 2 (Consultant)
turns in critique of
Procter and Gamble:
Scope analysis by Team 1
W7
10/20

•
•
•
•
Markstrat Round 4 due
Team 3 (Management)
turns in Case Analysis of
Kayem Foods Case
W8
10/27
 Pricing Strategy and
Management
MCM Presentations
#2: Kayem Foods:
Buzz
Marketing Al Fresco
• Chapter 8
•
•
Markstrat Round 5 due
Team 4 (Consultant)
turns in critique of
Kayem Foods analysis by
Team 3
W9
11/3

•
•
•
W5
10/6
W6
10/13
•
•
•
•
•
W4
9/29
Continued
Product and Service
Strategy and Brand
Management

Continued
Marketing Channel
Strategy and
Management
Continued
•
•
•
MCM Presentations
#1:
Procter and Gamble:
Scope
Chapter 6
Case: Drypers
Corporation: National
Television Advertising
Campaign
Chapter 7
Case: Palladium Inc.
•
•
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Case: Jones Blair
Company
Chapter 5
Case: Southwest
Airlines
Case: EMI Group,
PLC: CD Pricing in
the
Recorded Music
Industry
•
Markstrat Round 6 due
Markstrat Strategy
Reformulation report
due
Team 5 (Management)
turns in Case Analysis
of
Burroughs Wellcome
Company: Retrovir
W10
11/10

Marketing Strategy
Reformulation: The
Control Process
•
MCM Presentations
#3:
Burroughs Wellcome
Company: Retrovir
Chapter 9
Case: Pharmacia &
Upjohn, Inc.: Rogaine
Hair Regrowth
Treatment
•
•
Markstrat Round 7 due
Team 6 (Consultant)
turns in critique of
Retrovir analysis by
Team 5
Team 2 (Management)
turns in Case Analysis
of McNeil Museum of
Art and History
MCM Presentations
#4: McNeil Museum
of Art
and History

Chapter
10
• Case: Qingdao Haier:
Maytag
•
•
Markstrat Round 8
Due Team 3
(Consultant)
turns in critique of
McNeil analysis by
Team
2
Team 4 (Management)
turns in Case Analysis
of
Goodyear
Markstrat Round 9
Due Team 5
(Consultant) turns in
critique of
Goodyear analysis by
Team 4
Team 6 (Management)
turns in Case Analysis
of Mercan Systems
•
W11
11/17
W12
11/24


Global Marketing
Strategy
Advanced Topics in
Marketing
•

#5:
•
MCM Presentations •
•
Goodyear Tire and
Rubber Company

W13
12/1
W14
12/8
Advanced Topics in
Marketing
•
Markstrat Experience
Presentations
Course Wrap-up
•
W15

#6:
MCM Presentations •
•
Mercan Systems, Inc.
Markstrat Round 10
Due Team 1
(Consultant) turns in
critique of Mercan
Systems, Inc. analysis
by Team 6
Markstrat
Experience Debrief
Due
Final Case Analysis
Note: Executive memos are to be turned in during MCM dates if not presenting.
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